Classroom Management & Discipline - Chapter 9.ppt

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    ACTIVITY

    Please list at least three ideas that, as a teacher,would be effective management procedures foryour classroom?

    1.2.3. Classroom management embraces all actions

    teachers take to maintain a smooth, focusedflow of activity for the purpose of nurturinglearners academic and personal development.

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    Classroom Management &Discipline Chapter 9

    How will you, the teacher, deal withdiscipline problems?

    Good management plans reduce disciplineproblems & leave learners feeling positiveabout the class.Effective classroom management is one of

    the greatest challenges facing teachers.Teachers must maintain a classroomenvironment that supports learning.

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    A poll of public attitudes rated lack ofdiscipline as one of the top problems facingtodays schools.

    There is evidence that suggests that as much as80% of all discipline problems result fromineffective planning & teaching.

    Researchers point out that you can diminishthe probability that you will face seriousbehavior problems when you plan andimplement a management strategy before theschool year begins.

    More teachers in Illinois lose their jobs becauseof too much or too little discipline than for anyother reason.

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    Space Management

    Please consider the comfort level of yourlearners. What will crowding, clutter, noise,excessive heat or cold do to them?

    Wall Space Display learners work, schedules,

    rules, announcements, motivational displays, etc Floor Space Configurations for whole-group,

    small group, & activity centers. Traffic Patterns Heavy vs. low usage. Teachers Desk Locate in the back Equipment Storage Equipment must be both

    secure and accessible.

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    Time Management Researchers have found a high % of time

    spent on non-instructional tasks. Past Teachers believed that students needed

    to be kept busy for good student behavior. (Doworksheets / Seat Work)

    Research reveals that students in classeswhere teachers spend more time oninstruction, learn more.

    Today Teachers must make sure that studentsare engaged in productive learning. (planactivities that are authentic and motivating)

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    1. Transitions Occur when there is a shift fromone activity to another. Time is lost!

    Plan carefully organize materials in advance;provide clear instructions; establish a time frameto finish.

    2. Beginning Class Perform routine admin.duties quickly; Establish a signal system to begin All eyes on me, 1,2,3.

    3. Lesson Pacing Lessons should move brisklywithout excessive repetition. What do you dowith learners who finish early?Follow up activities should not be more of thesame.

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    4. Providing Assistance Research showsteachers spend too much time working one-on-

    one with students. 20 seconds isrecommended. Must avoid doing the work forthe learner. Provide one suggestion. Buildconfidence offer praise for successful smallsteps. Move on, but check back later for on taskbehavior.

    5. Establishing Routines & Procedures Plan,teach, & display procedures for handlingrecurring & predictable events. What will

    learners do when they enter the classroom;personal problem to discuss with the teacher;passing out & collecting work; daily attendance;sharpening pencils; using the restroom, etc.

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    Negotiations Are you comfortable in sharing power with members ofyour class?Effective management is better conceived of as aprocess involving negotiation between teacher andlearners. We want experiences that lead to non-coercive self-discipline and self-control.

    Characteristics of Negotiations:1. Learners are more apt to exercise self-control if they

    perceive environment as warm, trusting and positive.2. If allowed to make choices they develop responsibility.

    3. Learners who have better positive self-conceptsinteract more positively with other classmates.4. Learners who feel a sense of belonging take pride in

    their membership.

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    Discipline Expert Power exert influence over others Referent Power Trustworthy, respect Legitimate Power position held

    Reward Power Ability to providesomething like grades, praise, privileges. Coercive Power authority to punish

    Expert power & referent power are the typesmost consistent with the negotiations viewof classroom management.

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    Responses Supporting Self-control

    Reinforce productive behavior use verbalpraise, incentives

    Use nonverbal signals to show disapproval

    gestures, eye movements, facial exp. Use proximity control move toward & standnear while continuing to teach

    Use learners name in context of lesson

    Redirecting a learners attention Have learners take personal action Count to

    ten, put head down, go to a time-out spot, etc.

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    Providing Situational Assistance

    Take time for a quiet word Provide a rule reminder

    Remove the learner from the situation Respond with clarity & firmness Arrange a conference with student Ask parents for help

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    Implementing Consequences Lose a privilege Be sure that what you take away is

    valued by the student. Provide for in-class isolation Be sure student cannot

    interact with classmates.

    Remove the learner Never leave the student alone inthe hallway; Have someone escort person to the office.

    Making up wasted time Keep in during recess orbefore or after school. Must have parent approval duringoff school hours.

    Involve parents & the School Team Document (date,time, behaviors) all misbehaviors. Post class rules andreiterate often. Have a plan in place to help the student.

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    STUDENT ENGAGEMENT

    Motivation - students are thinking aboutand working on academic learningactivities. They are involved.

    Variety of activities help keep studentsfrom becoming bored by the same lessonsday after day.

    Field Trips, Guest Speakers, Small-groupWork, Debates, Writing Activities,Independent Work (authentic application)

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    HANDLING MISBEHAVIOR

    Rudolf Dreikurs indicated that studentsfall into one of four areas of misbehaving.

    1. A student misbehaves to get recognition2. A student seeks revenge & inflicts

    emotional or physical pain on others.3. A student defies authority to gain control.4. A student will withdraw from learning.

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    ASSERTIVE DISCIPLINE

    Lee & Marlene Canter wrote an articleentitled Teach Students Responsibility ByGiving Choices

    Canter said teachers need to take chargeof their classroom in a firm / positivemanner.

    Rewards for compliance / consequencesfor breaking rules / posting of rules

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    SITUATION ONE:

    A BOY IN YOUR CLASS CONTINUES TODISRUPT PLAY TIME FOR STUDENTS.HE FORCES HIMSELF ON THESOCCER FIELD A NUMBER OF TIMES

    AND KICKS THE SOCCER BALL AWAYFROM BOTH TEAMS AND THEN RUNS

    AWAY! WHAT WOULD YOU DO?

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    SITUATION TWO:

    A STUDENT CONTINUES TO TALK INCLASS AND REFUSES TO DO ANYSCHOOL WORK. HE SINGS,WHISPERS, TALKS AND DOES

    ANYTHING ELSE THAT HE WANTS TODO.

    WHAT WOULD YOU DO?